Technology in the Home and the Achievement of Young Children: Findings From the Early Childhood Longitudinal Study

Espinosa, Linda; Laffey, James M.; Whittaker, Tiffany A.; Sheng, Yunlong

doi:10.1207/s15566935eed1703_5

Cited by 79 publications

(44 citation statements)

References 10 publications

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“…According to study results which support this finding (Funk et al, 2009;Plowman et al, 2010) parents worried about the negative effects of technology and they think that they established the necessary balance, but they seemed incompetent in giving parental guidance to their children. Espinosa, Laffey, Whittaker and Sheng (2006), emphasized that technology could contribute highly to small children's learning processes, but that it would not be enough on its own and parents were to guide their children about how to use technology.…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

Children, parents and tablets: Preschool children's tablet use

Genç

Fidan

2017

Pegegog

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The aim of this study is to examine preschoolers' tablet use and evaluate parents' opinions concerning it. To this end, the study made use of a case study design which is a means of qualitative research. The sample of the study consists of five preschoolers and their parents. The study data was gathered with observations related to preschoolers' tablet use, examinations of the applications in children's tablets and semi-structured interviews with parents. The analysis framework for tablet use was structured based on the document review process and data concerning observations and interviews underwent content analysis. The study findings suggest that parents have some specific criteria when determining tablet games, that they worry about children's tablet PC use but they take precautions against them. Also, entertaining children, parental effects and lack of outdoor games are other influential factors in tablet PC use. Parents also accept tablets as useful education tools. The study findings also demonstrate that preschoolers use tablets mainly for playing games, and that parents' knowledge about tablets is generally limited to game applications. The study results can be interpreted as that parents generally emphasize the educational features of game applications in tablets, and they are recommended and supported to learn about different applications so as to improve children's development.

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Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

Children, parents and tablets: Preschool children's tablet use

Genç

Fidan

2017

Pegegog

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“…The statement above is in accordance with Lei and Zhao (2005) who stated that there a positive impact on academic achievement. While Espinosa, et al (2006) states there is a positive relationship between academic achievement by social network with a note that parents should be encouraged and reminded that the use of technology to improve academic achievement.…”

Section: 67%mentioning

confidence: 99%

IS THERE ANY IMPACT OF SOCIAL MEDIA ON ACADEMIC PERFORMANCE? (An Empirical Study From College Student In Jakarta)

Nurcahyo¹

2017

NUSAMBA

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This study aimed to examine empirically the social network activities that affect academic performance. Obtain sample data using questionnaires and obtain data from top 10 universities in Webometrics and total 75 respondents. This study examined the utilization period of social networks, social network usage motivation, academic data and activities respondents perceived influence on academic performance. Using multiple regression techniques, the study found that social network activity does not negatively impact on academic performance. Keywords: social network, Facebook, Twitter, Academic Performance, GPA

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“…Today's technologies in the home are becoming ubiquitous, not just for adults, but also for children of varying ages, in diverse contexts, and in different countries [33]. A 2008 report from the Pew Charitable Trust found that families with children are more likely than other family configurations to have various types of technology in the home.…”

Section: Introductionmentioning

confidence: 99%

“…Children's technology use in school also continues to increase. This increase exists in early childhood [33], and continues through public schools in kindergarten through twelfth grade. According to the National Center for Education Statistics (NCES), in 2009, 97% of teachers in the U.S. reported having a computer in the classroom, and of those, 93% had Internet access [86].…”

Section: Introductionmentioning

confidence: 99%

“…With technology impacting children of many ages and contexts on a global scale, there has been considerable research in the educational sector that has focused on the proliferation of technology and its impact among children both at home [33,70] and in school [33,86]. This research leaves an aspect of technology that is sometimes overlooked in research: the design of technology.…”

Section: Introductionmentioning

confidence: 99%

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